Peer-group mentoring for primary pre-service teachers during professional experience

Michael Cavanagh*, Alexis King

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)
    41 Downloads (Pure)


    The purpose of this study is to explore the experiences of primary pre-service teachers engaged in a peer-group mentoring program during a professional experience placement. Pre-service teachers completed weekly questionnaires and an interview about their experiences. Questionnaire and interview responses were coded and analysed according to three domains of teacher development: professional, personal and social. Common themes about the participants’ peer-group mentoring experiences include the role of the professional standards, the practical nature of the activities, increased confidence to teach and feelings of belonging and being supported. However, pre-service teachers did not make links between theory and practice in the sessions. This study provides insights into how the Finnish model of peer-group mentoring might be implemented for pre-service teachers in an Australian context.

    Original languageEnglish
    Pages (from-to)287-300
    Number of pages14
    JournalAsia-Pacific Journal of Teacher Education
    Issue number3
    Early online date19 Jun 2019
    Publication statusPublished - Jun 2020


    • peer-group mentoring
    • professional experience
    • pre-service teacher
    • mentoring


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